Title: From DNA to Proteins to Genetic Engineering: An Exploration of Structure, Purpose and Ethics
Author: Roberta Closter Grade Level: 10 Course: Biology
Purpose of Unit
The function of DNA in the living world is at once bafflingly complex and surprisingly simple. The genetic code carried in molecules of DNA is responsible for a stunning variety of life forms. Orchids in the Amazon, tubeworms on the ocean floor, and giraffes on the Serengeti have all arisen, and survive and thrive in their respective environments, because of the function of DNA.Inside every living cell, DNA directs vital activities, such as growth, division, movement, respiration, and even death, by providing the instructions that cells use to build proteins. DNA gives rise to the physical and behavioral adaptations that make organisms unique. And yet, the chemical language in which DNA's instructions are written is stunningly simple.
The purpose of this Genetics unit is to study DNA specifically its structure and purpose then look at how proteins are made and continue on to explore genetic engineering. I have broken the unit down into the following sub categories: The structure and purpose of DNA, DNA replication, RNA structure, RNA transcription, Translation of proteins from RNA, Basic concepts in genetic engineering, Bacterial cloning the the PCR, and an Ethical application/discussion about genetic engineering.
We will conduct two labs, one where we will make our own DNA one of which is inquiry based, two activities (amino acid wheel and bouncing codon) investiagate current events, and research biotechnology topics during this unit to help us better understand the field of genetics and why it is important.
I tried to make this unit meaningful to students by trying to relate to them as much as possible with the content. Students have a hard time with genetics especially topics in this units because its learning processes that have a lot of parts and act similarly. So I tried to use songs, movie clips, simulations, eurrent events, pictures etc to try and not just lecture but help students take some responsibility for learning themselves and also appeal to different types of learners to get the content across. I tried to relate the topic to their everyday lives as much as possible. I used inquiry with a lab, they created their own procedures using thier prior knowledge of replication to bridge the gap and expand to use the processes of transcription and translation of proteins. I also gave them a reserch inquiry on biotechnology that they could pick a topic and answer questions reflectively about it. I started my unit with an introduction of DNA, what it is, where it is, why is it important and used that foundation to build on more and more specific concepts as we progressed through the unit. Each day served as a building block and as we got to the end, I hope that the process was clear to the students to see how we gradually linked old knowledge to add new knowledge. I tried my best to use technology and fun techniques, labs, activities, current events, movie clips, music, simulations, PowerPoint presentations etc to foster their learning outcomes and also help them to make sense of the new material by actually creating and reenacting processes. By creating DNA in lab 1 the students were able to relate clay to the rungs of the DNA ladder or the phosphate backbone. In the second lab they used the DNA that they made to create DNA and then make RNA, so the first lab was the precursor to the second lab which I gave the students the outcomes that I wanted and they had to figure out how to get there. This was a though provoking exercise but with the information they got from watching the movie and simulations they were able to take those concepts and apply them to the lab. The current event presentation takes the students to a whole different level of thinking and puts them as a member of society for the day. It allows them to look at the media and how genetics is relevant today to bring the unit full circle when we go to investgate biotechnology at the end of the unit and they research again about biotechnology which is also a current and future endeavor and they are able to relate genetics in the classroom to the outside world and see not only the importance but help them develop their own way of thinking and the ethics behind these practices. I really wanted students from this unit to learn the basic concepts and processes that everyone learns, but at the end of the day I really wanted them to make the connection between school and real world: that genetics is really cool and has some new, important implications that with growing and expanding technological advance this stuff is the future. I also wanted them to develop their own moral standing on these topics.
Title: From DNA to Proteins to Genetic Engineering: An Exploration of Structure, Purpose and Ethics
Author: Roberta Closter
Grade Level: 10
Course: Biology
Purpose of Unit
The function of DNA in the living world is at once bafflingly complex and surprisingly simple. The genetic code carried in molecules of DNA is responsible for a stunning variety of life forms. Orchids in the Amazon, tubeworms on the ocean floor, and giraffes on the Serengeti have all arisen, and survive and thrive in their respective environments, because of the function of DNA.Inside every living cell, DNA directs vital activities, such as growth, division, movement, respiration, and even death, by providing the instructions that cells use to build proteins. DNA gives rise to the physical and behavioral adaptations that make organisms unique. And yet, the chemical language in which DNA's instructions are written is stunningly simple.The purpose of this Genetics unit is to study DNA specifically its structure and purpose then look at how proteins are made and continue on to explore genetic engineering. I have broken the unit down into the following sub categories: The structure and purpose of DNA, DNA replication, RNA structure, RNA transcription, Translation of proteins from RNA, Basic concepts in genetic engineering, Bacterial cloning the the PCR, and an Ethical application/discussion about genetic engineering.
We will conduct two labs, one where we will make our own DNA one of which is inquiry based, two activities (amino acid wheel and bouncing codon) investiagate current events, and research biotechnology topics during this unit to help us better understand the field of genetics and why it is important.
Learning Performances and Standards
Concept Map of Unit
Lesson Sequence
Lesson 1: What am I Made of? (45 minutes)
Lesson 2: Why do I care about DNA? (45 minutes)
Lesson 3: Lets Make Some DNA!! (45 minutes)
Lesson 4: DNA codes for Proteins, but there is a problem... (45 minutes)
Lesson 5 : Presentation of Current Events in Genetics (45 minutes)
Lesson 6 : Amino Acid Activity, Protein Translation, Follow the Bouncing Codon (135 minutes)
Lesson 7: RNA and Protein Inquiry Lab
Lesson 8: What is the Human Genome Project?
Assessment
Assessment Plan
Rationale
I tried to make this unit meaningful to students by trying to relate to them as much as possible with the content. Students have a hard time with genetics especially topics in this units because its learning processes that have a lot of parts and act similarly. So I tried to use songs, movie clips, simulations, eurrent events, pictures etc to try and not just lecture but help students take some responsibility for learning themselves and also appeal to different types of learners to get the content across. I tried to relate the topic to their everyday lives as much as possible. I used inquiry with a lab, they created their own procedures using thier prior knowledge of replication to bridge the gap and expand to use the processes of transcription and translation of proteins. I also gave them a reserch inquiry on biotechnology that they could pick a topic and answer questions reflectively about it. I started my unit with an introduction of DNA, what it is, where it is, why is it important and used that foundation to build on more and more specific concepts as we progressed through the unit. Each day served as a building block and as we got to the end, I hope that the process was clear to the students to see how we gradually linked old knowledge to add new knowledge. I tried my best to use technology and fun techniques, labs, activities, current events, movie clips, music, simulations, PowerPoint presentations etc to foster their learning outcomes and also help them to make sense of the new material by actually creating and reenacting processes. By creating DNA in lab 1 the students were able to relate clay to the rungs of the DNA ladder or the phosphate backbone. In the second lab they used the DNA that they made to create DNA and then make RNA, so the first lab was the precursor to the second lab which I gave the students the outcomes that I wanted and they had to figure out how to get there. This was a though provoking exercise but with the information they got from watching the movie and simulations they were able to take those concepts and apply them to the lab. The current event presentation takes the students to a whole different level of thinking and puts them as a member of society for the day. It allows them to look at the media and how genetics is relevant today to bring the unit full circle when we go to investgate biotechnology at the end of the unit and they research again about biotechnology which is also a current and future endeavor and they are able to relate genetics in the classroom to the outside world and see not only the importance but help them develop their own way of thinking and the ethics behind these practices. I really wanted students from this unit to learn the basic concepts and processes that everyone learns, but at the end of the day I really wanted them to make the connection between school and real world: that genetics is really cool and has some new, important implications that with growing and expanding technological advance this stuff is the future. I also wanted them to develop their own moral standing on these topics.